Science Exemplars 054

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EXEMPLARS
Best of
SCIENCE
1997-1999
Exemplars
3-5 Tasks
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Exemplars
Can You Keep Ice From Melting?
During this investigation, you are going to
explore how ice melts. You will be
exploring the testable question, “Can I
affect the rate at which ice melts?” To do
this, you will make some predictions about
what makes a good insulator, or what
would slow the rate of ice melt.
Using a control, you will record the rate at
which your ice cube melts. We will be
comparing our results to others’ findings
in the class. Following the inquiry, you will
draw conclusions about insulators, and
give an explanation for why the control
was important for this experiment.
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Can You Keep Ice From Melting?
- Page 3-
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Grade Level 3-5
Can You Keep Ice From Melting?
During this investigation, you are going to explore how ice melts. You will be exploring the
testable question, “Can I affect the rate at which ice melts?” To do this, you will make some
predictions about what makes a good insulator, or what would slow the rate of ice melt.
Using a control, you will record the rate at which your ice cube melts. We will be comparing
our results to others’ findings in the class. Following the inquiry, you will draw conclusions
about insulators, and give an explanation for why the control was important for this
experiment.
Big Ideas and Unifying Concept(s)
Cause-Effect
Models
Change-Constancy
Physical Science Concept(s)
Properties of matter
Design Technology Concept(s)
Invention
Mathematics Concept(s)
Measurement
Ratios
Time Required for the Task
Allow a planning session that will take 15-30 min. (I gave it as a homework assignment the
night before.) Prepare containers (5-10 min.); Wait for ice to melt (1/2 day or more); and the
write-up should take 15-30 minutes.
Context
The students were exposed to the scientific method earlier in the year and have continued to
build upon their understanding through various testable situations. This task solidified their
understanding of the value of control in experimentation. With the tangible example of the
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Keep Ice From Melting? (cont,)
- Page 4-
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melting ice, they had something concrete with which to compare their findings. The focus
was not so much on learning about insulation, but on the skills of recording information and
comparing their results. Their results and comments gave me an assessment checkpoint to
understand their knowledge of the scientific process, as well as their ability to accurately
record information and draw conclusions.
What the Task Accomplishes
This investigation task is a good opportunity to apply the scientific method. It allows the
teacher to assess the students grasp of science terms associated with the scientific method.
The aspects of the scientific method which are included in this activity are: testing a
hypothesis based on a prediction, collecting and recording data, comparing their findings to a
control, and analyzing data to draw conclusions.
How the Student Will Investigate
Students will be given an 8-ounce yogurt cup. As a homework assignment the night before,
they are given the prompt: “Design a good insulator, that would fit in your cup, that would
keep ice from melting.”
The students are then instructed to come to school the next day prepared to experiment. To
begin the experiment the students take a few minutes to prepare their cup. Students are then
instructed to measure and record the size of their ice cube and the control cube. The control
cube is placed in the yogurt cup without any insulation. The cups are then all placed in the
same area of the classroom. The sizes are checked at regular intervals. When the experiment
is over (i.e.: cube melts, control melts) the students take time to draw conclusions from their
observations.
The write-up includes 4 questions:
1. What makes a good insulator?
2. What were not good insulators?
3. Why is the control important?
4. What would you choose if you were to do the experiment again?
Interdisciplinary Links and Extensions
Science
We did this experiment during a mini-unit on the Polar regions of the world. Other things we
learned about related to ice were: glaciers, icebergs, ice shelves, and ice sheets. We were also
able to cover a bit of Earth science as we learned about the tilt of the earth and the relation to
the direct rays of the sun and why the polar regions are so cold.
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Keep Ice From Melting? (cont,)
- Page 5-
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Language Arts
Many children’s books compare the two polar regions, as well as covering exploration and
adventure in Antarctic and the Arctic. Students could also write their own books comparing
these regions.
Mathematics
It is optimum to aim for having the ice cube and the control to be the same size. For some
students ready for a mathematical challenge however, I gave them ice cubes of varying size.
Those students calculated the rate of melt by the use of simple ratios.
Social Studies
As another interdisciplinary link the students used a Venn diagram, comparing/contrasting
the animals of the Arctic with the Antarctic.
Teaching Tips and Guiding Questions
Keep the ice cold until ready to use. If the ice is allowed to melt a little bit before it is used, it
tends to clump together, causes chips, and cracks when you pull it apart. Students should
also label their yogurt cups in advance.
Some guiding questions could include:
1. What is your prediction? What question are you trying to answer?
2. Where should we place the cups after putting the cube in them?
3. Should we put all the cups in the same spot? Why or why not?
4. What will make this a fair test?
5. Should we check on the cups at certain times? Why or why not?
6. Do you think you chose a good insulator? Why or why not?
7. What would you change next time, if anything? Why would you do so?
Concepts to be Assessed
(Unifying concepts/big ideas and science concepts to be assessed using the Exemplars Science Rubric under the criterion:
Science Concepts and Related Content).
• Determining the patterns and/or which kinds of change are happening by making a
graph or table of measurements (Change-Constancy)
• Observing and explaining reactions when variables are controlled (Cause-Effect)
• Physical Science: Observing and comparing physical properties of matter
• Design Technology: Some insulators are better at keeping ice from melting than others.
Students needed to identify the characteristics of a specific property to determine if it
would make a good insulator.
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Keep Ice From Melting? (cont,)
- Page 6-
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• Seeing how a model works after changes are made to it may suggest how the real thing
would work, if the same thing were done to it; choosing a useful model, (not too
simple/not too complex) to explore concepts encourages insightful and creative thinking
in science, mathematics, and engineering (Models)
• Mathematics: Appropriate data representation and data analysis; Identifying trends and
patterns; Using numerical data and (precise) measurements in describing events,
answering questions, providing evidence for scientific explanations
Skills to be Developed
(Science process skills to be assessed using the Exemplars Science Rubric under the criteria: Scientific Procedures and
Reasoning Strategies and Scientific Communication/Using Data).
Observing, Predicting/Hypothesizing, Collecting and recording data, Manipulation of Tools,
Drawing conclusions, Communicating findings, Challenging misconceptions, and Raising
new questions
Links to Science (and other) Standards
Scientific Method: Students describe, predict, investigate, and explain phenomena. Students
control variables.
Scientific Theory: Students look for evidence that explains why things happen, and modify
explanations when new observations are made.
The Designed World: Students understand that manufacturing requires a series of steps and,
depending on the task, careful choice of materials (based on their characteristics)
Physical Science – Properties of Matter: Students observe, describe, and sort objects and
materials according to observations of similarities and differences of physical properties.
Mathematics: Students use appropriate data representation and data analysis; identify trends
and patterns; and use numerical data and (precise) measurements in describing events,
answering questions, providing evidence for scientific explanations, and challenging
misconceptions.
Suggested Materials
This activity requires little advanced preparation and minimal materials. A yogurt cup for
each student, and one for the control, ruler, ice cubes, (approximately the same size), and the
materials the student decides upon to act as insulation, brought from home. For students
who do not bring in materials, you might have various types of cloths, paper, plastic,
Styrofoam® packing peanuts, etc., on hand.
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Keep Ice From Melting? (cont,)
- Page 7-
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Possible Solutions
Students should be able to determine what materials made better insulation by comparing
melt times, (some of the classroom’s best included snow and newspaper). Students show
their understanding of the term control throughout the experiment by explaining it’s
importance in relationship to this inquiry. The student should be able to explain that it is
necessary to compare their melt time to one without insulation to determine if their insulation is effective. The student should also be able to determine what they might do differently
next time. Some students may think of something new they would like to test that wasn’t
tried during the inquiry.
Rubric and Benchmarks
Novice
This student’s solution is lacking in detail, and shows little understanding of what would
make a good insulator. S/he also states that his/hers will last longer if s/he put it in a colder
spot, despite being told that all the cups would need to remain in the same spot. The
student’s data are recorded but units are not labeled. There are no conclusions drawn from
the data. The task is incomplete.
Apprentice
This student’s work shows that s/he was able to understand the purpose of the inquiry and
the use of control. His/her hypothesis of “I think mine will be bigger than the control piece of
ice because mine has a good seal” demonstrates some understanding; however, s/he then
states that “if it’s a good insulator then it might melt faster or slower” which is confusing at
best. His/her statement of “Control is so you can find out if your insulator works” is a brief
response showing some understanding. When commenting on what the student would do
differently, it is not clear as to what materials the student is referring to (“all the insulators I
thought of”) – evidence that the student is not using data to draw conclusions.
Practitioner
This student’s solution is complete. The student gives a reasonable explanation of which cube
will last longer in the hypothesis, and gives the added information of why s/he believes
his/her will be larger. Measurements are precise, (although numerals should be used), units
are labeled, and all data are recorded correctly. Conclusions are based on data collected and
show evidence that the student understands the purpose of using a control.
Exemplars
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Phone 800-450-4050
Keep Ice From Melting? (cont,)
- Page 8-
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Expert
This student’s solution is complete, accurate, and detailed. The student gives a reasonable
explanation of which cube will last longer in his/her hypothesis, and gives the added
information of why s/he believes his/her will last longer (“paper towels will slow the
process of melting a ice cube”). Measurements are precise, units are labeled, and all data are
recorded correctly. Scientific terms are used appropriately.
Author
Sheila Rivers is a third and fourth, multi-grade teacher at Thatcher Brook Primary School in
Waterbury, Vermont, and a Vermont Portfolio Network Leader.
Exemplars
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We Set the Standards!
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Keep Ice From Melting? (cont,)
- Page 9-
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Novice
The data are recorded,
but units are not
labeled. No write-up
is included.
The student suggests
putting his/her ice
in a colder spot –
evidence that the
student lacks
understanding of
control and testing
the insulator.
Exemplars
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We Set the Standards!
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Keep Ice From Melting? (cont,)
- Page 10-
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Apprentice
The hypothesis shows
some understanding
of the purpose of the
inquiry; yet the next
statement suggests a
good insulator might
result in faster or
slower.
Conclusions suggest
putting “all the
insulators I thought
of” – evidence that
the student is not
using data to draw
conclusions.
Exemplars
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We Set the Standards!
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Keep Ice From Melting? (cont,)
- Page 11-
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Practitioner
The task is complete.
The hypothesis
includes a rationale;
all data are accurate
(although numerals
should be used).
The student’s
conclusions are accurate
and based on data
collected. There is
evidence of
understanding the
purpose of a control.
Exemplars
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We Set the Standards!
271 Poker Hill Rd., Underhill, VT 05489
Phone 800-450-4050
Keep Ice From Melting? (cont,)
- Page 12-
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Expert
The student’s solution
is complete and
detailed. The
hypothesis includes
a rationale.
Exemplars
Measurements are precise,
units are labeled, and all
data are recorded.
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We Set the Standards!
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Phone 800-450-4050
Keep Ice From Melting? (cont,)
- Page 13-
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Expert (cont.)
All questions are
answered clearly and
correctly. Scientific terms
are used appropriately.
Exemplars
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We Set the Standards!
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Phone 800-450-4050
Keep Ice From Melting? (cont,)
- Page 14-
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